Introduction
As an educator of children with special needs, I teach a self-contained class covering the core curriculum. As a result of the 2004 No Child Left Behind (NCLB) Act and Reauthorization, we in the Philadelphia Public Schools strive to meet the state requirements of Adequate Yearly Progress, assuring that our students maintain sufficient academic gains and that special education students are held to same academic standards as general education students. In an effort to bring students to an academic level where they are able to do well both in the classroom and on standardized tests, I utilized teaching strategies that primarily involve explicit instruction and active engagement in classroom activities. I believe that these methods will be the most effective in teaching my special education students the contributions of African-American soldiers in the Civil War, while also exposing them to how these soldiers faced denials of civil rights and liberties during and after the war. I wish to emphasize the African-American soldier's ability to overcome such barriers to make substantial gains in our society despite adversity. This unit is designed to meet the specific needs of these special education students; however, the general education school population can benefit from this also.
This curriculum unit will cover the core curriculum areas of Social Studies, Reading, Speaking and Writing. Students will be required to read literature, view documentaries and films and write short passages and essays regarding the soldier's experience in the Civil War. In fact, a large number of my lessons will involve responding to literature in an effort to improve my student's reading comprehension and writing skills. Students will be required to engage in dialogue and discussion, as speaking will help to further develop their skills. The unit will also cover certain aspects of the Drama and Art curriculum: a variety of lessons will include art presentations of drawings and paintings as well as dramatizations and re-enactments of the Civil War literature we read.
Our culminating assessment of major lessons will involve the creation of a classroom museum. Students will be responsible for researching Civil War information via library resources and the internet to locate historical documents and artifacts for replication. Various pieces will be displayed around the classroom for an exhibit. Throughout this unit we will raise and attempt to answer the following questions- "Why were the African-American soldiers denied basic civil liberties during the Civil War?" "Are civil rights and civil liberties denied during times war strictly to protect the war effort?" "What are some other reasons an individual's civil liberties may be denied during war?"
Comments: